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This Author published in this journals
All Journal IJoEd: Indonesian Journal on Education At-Tathbīq: Journal of Education and Learning
Dian Afrilianti
UIN Maulana Malik Ibrahim Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analisis Kurikulum Berbasis Kompetensi (KBK)/Kurikulum 2004 Namiyah Fitriani; Dian Afrilianti
Indonesian Journal on Education (IJoEd) Vol. 1 No. 3 (2025)
Publisher : Lembaga Penelitian Dan Publikasi Ilmiah (lppi) Yayasan Almahmudi Bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/ijoed.v1i3.109

Abstract

Education is a fundamental element in human life and plays an important role in building a better country. This article discusses the importance of curriculum in education, particularly the Competency-Based Curriculum (KBK) implemented in Indonesia. By integrating learning that supports holistic character development, the government seeks to create a young generation that is not only academically intelligent, but has good skills and character. This research uses a qualitative method with a literature study approach to analyze the 2004 curriculum, which is a transition from the previous curriculum. Through data collection and analysis from various sources, this article explores the definition, characteristics and implementation of the KBK, as well as the advantages and obstacles faced in its implementation. The results show that while the KBK has many advantages, such as the development of student abilities and student-centered learning, there are challenges in terms of teacher professionalism and consistency in the application of competency standards. This research is expected to provide new insights into curriculum development in Indonesia and its contribution to improving the quality of national education.
Reconstruction of Multicultural-Based Arabic Language Curriculum: A Study of Philosophical Analysis and Its Implementation in Indonesia Namiyah Fitriani; Fatma Dewi Adjiji; Dian Afrilianti; Rima Ayu Handayani
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 1 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i1.51

Abstract

This study aims to evaluate the weaknesses of the curriculum and design a multicultural curriculum model that can be applied in public secondary schools. Based on multicultural curriculum theory and educational philosophy from perenialism to reconstructivism, as well as the principles of the Independent Curriculum, the research uses an interpretive paradigm and a qualitative approach through literature studies. Secondary data were analyzed qualitatively descriptively. The results of the study resulted in a multicultural curriculum model that integrates all Arabic language skills (listening, speaking, reading, writing) with flexibility and contextual relevance, and accommodates cultural diversity without neglecting the core values of Arabic language learning. The contribution of this research enriches the theory of Arabic curriculum with the integration of multicultural approaches and philosophical analysis. His findings provide practical recommendations for curriculum developers and teachers to create learning that is inclusive, relevant, and serves as a tool for linguistic mastery as well as a medium for promoting intercultural understanding and diversity values.
Co-Authors Fatma Dewi Adjiji Namiyah Fitriani Rima Ayu Handayani